Playing while teaching private lessons (poll)

[JLivi]

I had a thought today while teaching private lessons. There are many ways I teach my students a specific passage, etude, etc. Personally, I try not to play too much with or for the student because I feel like having them mimic my playing is too easy of a learning tool and I don't want them to rely on me to be able to learn. I'll play with/for them as a last resort if they're not getting it, but I was curious how much playing do you do in lessons?

[Doug Elliott]

It depends on the student, level, and what they need. When I was in my first few years of playing I found it incredibly helpful to hear my teacher so I knew what to emulate. Not learning by rote at all, just hearing sound, articulation, etc. up close.

I pretty much remember my learning processes all the way through from the beginning, with all of my teachers.

[Kingfan]

I started taking trombone lessons with a trumpet teacher, then a tubist. My best learning experience was when doing duets with my next teacher, Jim Desano, then a brand new member of the Cleveland Orchestra. I did my best to emulate his playing. He would also play a passage I was having difficulty with, then let me do it.

[hyperbolica]

From a learning point of view, I learned the most about playing trombone when I played duets with my teacher. Intonation and time bring an entirely different meaning when playing with another person with good intonation and time. My teachers rarely played to demonstrate something, but when we played duets (not playing an etude at the same time, but harmony), I learned so much that couldn't be taught by just instruction.

[lowcatjb]

Actually halfway between "all the time" and "show them how it's supposed to sound."

I'm also a big fan of duets for this purpose, either to start or end the lesson, that way I can demonstrate to the student while being sure that the student isn't learning by rote due to the independent part. It's also beneficial because regardless of genre, this musician will have to follow a lead or principal player someday. I'll also demonstrate a technique or passage by playing it because I just don't sing that well!

Of course, I will have to hear them play on their own, too, so I can actually hear them!

[harrisonreed]

Every lesson should be like a masterclass. You shouldn't play all the time with the student, but you also have to demonstrate everything.

[cmcslide]

Another one here for somewhere between "all the time" and "show them how it's supposed to sound." It all depends on the student, what they are working on and trying to achieve at the moment. I also play duets with them. Right now, in my studio I am playing in quartets with my students too, playing third trombone or second euphonium.

[VJOFan]

I like playing with students. I even played for and with groups when I conducted bands. Modelling is very powerful so if you can play in tune, with a good sound and characteristic style for the repertoire it isn’t a waste of anyone’s time to play.

As many have written above there is a balance to be found but I favour playing over not playing. It’s a short cut to a lot of talking.

Also, trombone is a great ensemble instrument so playing with a teacher can be a great way to practice those tuning and blending skills.

Of course students need to do it on their own too to find out what they can really do.

[BrassedOn]

I concur on the points about modeling and duets, and minimizing explanation. It’s an aural art form and most playing is in ensemble. And like language learning, modeling and emulation are very powerful strategies. And then lesson applied to playing independently and getting feedback and a chance to try again better. Also good in a lesson is “secret practice”, letting them work thru again while the teacher steps out for a minute to get some water.

[Mamaposaune]

For me, it depends on the age of the student. For beginners I like to do a lot of modeling, i.e. playing a piece through in 4-bar phrases and having them copy me. I can demonstrate posture, breathing, counting, and phrasing this way. With middle schoolers I will play through a piece with them, and then have them do it by themselves. The older and more skilled the become, the less I play along; I will listen and offer constructive criticism. But I always try to end the lesson with duets for sight-reading, practice playing an independent part, and for learning to listen and blend with another player. Plus it is just fun!

[Redthunder]

For me, it depends on the age of the student. For beginners I like to do a lot of modeling, i.e. playing a piece through in 4-bar phrases and having them copy me. I can demonstrate posture, breathing, counting, and phrasing this way.

This is a great way to teach good habits with minimal explanation.

For beginners I also never introduce note reading until after they can already play, feel, hear, and sing the different partials, as well as introducing simple songs learned by ear.

Once they can do this, I then introduce notation for the simple tunes or exercises they ALREADY know how to play. Helps to smooth the transition because throwing everything physically challenging about the trombone together with the challenges of decoding brand new notation.

[Molefsky]

With younger students it's a healthy mix of playing with them and singing at them...